BMS 6825
Doctoring I
74951 001.718
MCOM 2026-2027 Academic Year
BMS 6825
Doctoring I
74951 001.718
MCOM 2026-2027 Academic Year
Doctoring 1 introduces students to the foundational knowledge, skills, attitudes, and professional behaviors expected of a competent, ethical, and humanistic physician. The course emphasizes early clinical skill development, with a particular focus on communication, history-taking, and physical examination techniques.
In Doctoring 1A, students will build core competencies in patient interviewing and physical exam performance. The course integrates content in behavioral science, cultural humility, communication, medical ethics, health systems, and professional identity formation. The 1A segment culminates in a comprehensive history and physical examination conducted on a standardized patient, with findings documented in a written format.
Welcome! You will be embarking on a journey into the world of medical practice. You all come from different walks of life, yet now you will start on a path of lifelong learning full of priceless relationships, vast knowledge, and skills—the core of which is the passion to heal. In Doctoring 1, you will learn and refine skills at the core of caring for patients: communicating in a thorough, yet patient-centered and empathetic fashion and learning physical examination skills which will bring your basic science learnings to the bedside. Underpinning these skills will be didactics and discussions in topics which will enrich and inform your development as physicians such as medical ethics, health care systems, medical humanities, and cultural competency.
Have fun, work hard, and be mindful of your own health and wellbeing. Get set for a great adventure!
Loutfi Succari, MD MPH, Fred Slone, MD and Jennifer Costa MD
Be Punctual – Timeliness is a core tenet of professionalism. Arriving on time shows respect for patients, faculty, and your peers, and it models the behavior expected in clinical practice.
Be Prepared and Engaged – The quality of your learning experience depends on what you invest in it. Review assigned materials in advance, approach each session with curiosity, and engage actively with preceptors and classmates. This will strengthen your clinical reasoning and communication skills from the outset.
Participate Actively – Participation is not optional—it’s integral. Your willingness to contribute to discussions, offer insights, and support your peers will be part of your evaluation and will prepare you for clinical environments where active engagement is essential to learning and patient care.
Seek Help Early and Communicate Openly – If you are struggling to grasp a concept or develop a skill, reach out sooner rather than later. Asking for help is not a sign of weakness—it’s a professional responsibility. We are here to support you and want to see you succeed.
Embrace Feedback – You will receive feedback regularly in this course. View it as an opportunity to grow. Listen with openness, reflect honestly, and make adjustments. This habit will serve you well throughout your career.
Respect the Learning Environment – Treat your standardized patients, faculty, and classmates with the same respect you would give to real patients. Professionalism is demonstrated not just through behavior, but also through tone, attitude, and consideration for others. If you encounter a conflicting opinion with a colleague or faculty, be curious about their position in an attempt to understand as opposed to attempting to change their mind.
Practice Self-Awareness and Self-Care – Medicine requires resilience. Developing the ability to recognize when you’re overwhelmed and take steps to maintain your well-being is part of your professional identity. You can’t care for others if you’re not attending to yourself.
Stay Curious – The best physicians are lifelong learners. Ask questions, seek out resources, and pursue understanding beyond the minimum required. This course sets the tone for the rest of your medical education—engage with it fully.
The small group is the primary educational unit of Doctoring 1. Doctoring small groups consist of 7-10 MD students, in addition to a faculty and one or more MS4 preceptor. Small groups meet weekly on either Tuesday or Thursday afternoon as per their assignments. The same groups will meet all year for a variety of activities. The activities for each week can vary but in general, the students will have pre-work in preparation for the session. Some sessions will take place in MDD and others will be at CAMLS. There will be standardized patient encounters for history taking and physical exam practice. The students will also practice note taking, oral presentation, in addition to providing and receiving feedback. We expect high level of professionalism from everyone at all times. Being on time, being respectful to colleagues, preceptors, staff and patients, and following the small group ground rules are key for the course success.
Doctoring 1 small group sessions are scheduled from 1p-5p on Tuesday and Thursday afternoons. One-half of the students will be in a Tuesday group and one-half of the students will be in a Thursday group. The starting time for the students may vary from week to week depending on the particular session. Some sessions will start at 1pm, other sessions at 1:30pm and some sessions may start later depending on whether there is a mandatory lecture for the students prior to meeting with their small groups. Students need to review the student guide that will be posted on CANVAS prior to each session to check the starting time for that session. The starting times can be subject to change on a weekly basis, so it is imperative to review the student guide ahead of each session.
Small group sessions will focus on taking a complete and or a focused history. Each week, one or more students will be interviewing either a standardized patient or one of their small group preceptors during a small group session. Students will take turns doing a patient interview. While one student is taking a history from the patient, the other students will practice taking notes of the interview so that they can write up the patient’s history after the interview and provide constructive feedback to the interviewing student. Also, each week, one or more students will do a case presentation of the patients that were interviewed during the session. All students doing either an interview or case presentation will receive constructive feedback from the rest of the small group. In addition, during the sessions, one or more of the student’s write-up of the clinical encounter will be reviewed to help the group learn how to do an appropriate write-up of a clinical encounter.
Sessions that focus on learning how to do physical examination techniques will be divided into two parts. For one-half of the session, the small group will be with their faculty and MS4 preceptors to practice physical examination techniques on a standardized patient. For the other half of the session, the small group will meet with their faculty and MS4 preceptors to practice taking a history and doing a case presentation on cases related to the physical examination topic for that session.
Some small group sessions will focus on the students upcoming examinations to help prepare the students for their examinations that will include doing a history and physical examination on a standardized patient and then writing an appropriate encounter note.
Throughout the year, there may be other types of skills or topics discussed within the small group sessions. On Canvas, for each session, there will be a student guide posted ahead of each session that will delineate for the students the content of each session and any preparatory materials that need to be reviewed ahead of each session. It is imperative to review the student guide ahead of each session.
All Lectures, Didactics and Small Group Sessions are conducted at MDD or CAMLS.
| Course Objectives, MCOM program objectives, and Assessments. | ||
|---|---|---|
| Course Objective | MD Program Objective | Assessments |
| Elicit a comprehensive, patient-centered medical history tailored to the chief complaint, incorporating relevant review of systems and contextual factors. | 1.1 Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice.
1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care
3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care
4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds
4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions 5.1 Demonstrate compassion, integrity, and respect for others
5.5 Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease | • Clinical Performance Rating/Checklist • Oral Patient Presentation • Exam - Institutionally Developed, Clinical Performance • Exam - Institutionally Developed, Oral • Exam - Institutionally Developed, Written/ Computer-based • Narrative Assessment |
| Obtain a detailed social history using empathetic, nonjudgmental communication techniques, including reframing and perspective-taking, across all patient populations. | 1.1 Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice.
1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations
2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care
3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care
4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds
4.6 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics
4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions
5.1 Demonstrate compassion, integrity, and respect for others
5.5 Demonstrate sensitivity and responsiveness to our patient population.
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease | • Clinical Performance Rating/Checklist • Oral Patient Presentation • Exam - Institutionally Developed, Clinical Performance • Exam - Institutionally Developed, Oral • Exam - Institutionally Developed, Written/ Computer-based • Narrative Assessment |
| Assess how patients’ personal contexts and characteristics influence their health, illness experience, and interactions within the healthcare system. | 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations
2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care
4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds
4.6 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics
5.5 Demonstrate sensitivity and responsiveness to our patient population.
6.3 Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care | • Clinical Performance Rating/Checklist • Oral Patient Presentation Exam - Institutionally Developed, Clinical Performance • Exam - Institutionally Developed, Oral • Exam - Institutionally Developed, Written/ Computer-based • Narrative Assessment |
| Demonstrate appropriate technique and sequencing for core physical exam components, including HEENT, cardiovascular, pulmonary, abdominal, musculoskeletal, neurologic, psychiatric, and genitourinary systems. | 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient
4.2 Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health related agencies
4.3 Work effectively with others as a member or leader of a health care team or other professional group
6.6 Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and qualifications 7.3 Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease | • Narrative Assessment • Oral Patient Presentation • Exam - Institutionally Developed, Oral • Clinical Performance Rating/Checklist |
| Document clinical encounters in a clear, accurate, timely, and professional manner that meets institutional standards for quality patient care within the defined timeframe. | 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient
3.7 Use information technology to optimize learning
5.4 Demonstrate accountability to patients, society, and the profession
6.6 Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and qualifications
7.3 Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations
8.5 Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of patients | • Exam - Institutionally Developed, Written/ Computer-based • Clinical Documentation Review • Peer Assessment • Self-Assessment |
| Identify the roles of interprofessional healthcare team members and demonstrate effective collaboration to promote safe, coordinated patient care. (Doctoring 1A) | 3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals
4.2 Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health related agencies
4.3 Work effectively with others as a member or leader of a health care team or other professional group
4.4 Act in a consultative role to other health professionals
6.1 Work effectively in various health care delivery settings and systems relevant to one’s clinical specialty
6.6 Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and qualifications
7.1 Work with other health professionals to establish and maintain a climate of mutual respect, dignity, ethical integrity, and trust
7.2 Use the knowledge of one’s own role and the roles of other health professionals to appropriately assess and address the health care needs of the patients and populations served 7.3 Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations
7.4 Participate in different team roles to establish, develop, and continuously enhance interprofessional teams to provide patient- and population-centered care that is safe, timely, efficient, effective, and equitable
8.6 Provide leadership skills that enhance team functioning, the learning environment, and/or the health care delivery system
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease | • Participation • Peer Assessment • Self-Assessment |
| Formulate coherent assessment statements that synthesize key findings from the history, physical exam, and available data. | 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice
2.1 Demonstrate an investigatory and analytic approach to clinical situations
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision- making, clinical problem-solving, and other aspects of evidence-based health care
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations | • Oral Patient Presentation • Narrative Assessment • Exam - Institutionally Developed, Oral |
| Develop appropriate, prioritized differential diagnoses that reflect likely and critical clinical conditions. (Doctoring 1B) | 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care | • Exam - Institutionally Developed, Clinical Performance • Exam - Institutionally Developed, Oral • Exam - Institutionally Developed, Written/ Computer-based • Clinical Documentation Review |
| Propose initial management plans for common conditions, integrating basic science principles and evidence-based guidelines. | 1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment
1.6 Develop and carry out patient management plans
2.1 Demonstrate an investigatory and analytic approach to clinical situations
2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations
3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems
3.7 Use information technology to optimize learning | • Exam - Institutionally Developed, Clinical Performance • Exam - Institutionally Developed, Oral • Exam - Institutionally Developed, Written/ Computer-based • Clinical Documentation Review |
| Counsel standardized patients on next steps in care and apply motivational interviewing techniques appropriate to a patient's readiness for change. | 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making
3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals
4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds
4.6 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics
4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease | • Clinical Performance Rating/Checklist • Exam - Institutionally Developed, Oral |
| Provide and receive constructive feedback professionally. | 3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise
3.2 Set learning and improvement goals
3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes
3.5 Incorporate feedback into daily practice
4.2 Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health related agencies
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors
8.5 Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of patients | • Peer Assessment • Self-Assessment • Narrative Assessment |
| Identify personal learning needs and apply feedback to guide self-directed improvement. | 3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise
3.2 Set learning and improvement goals
3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes
3.5 Incorporate feedback into daily practice
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors
8.5 Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of patients
8.6 Provide leadership skills that enhance team functioning, the learning environment, and/or the health care delivery system | • Self-Assessment • Peer Assessment • Narrative Assessment |
| Apply the principles of emotional intelligence, including self-awareness, self-regulation, empathy, and relationship management in clinical interactions. | 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making
4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions
5.1 Demonstrate compassion, integrity, and respect for others
5.4 Demonstrate accountability to patients, society, and the profession 5.5 Demonstrate sensitivity and responsiveness to our patient population.
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors 8.2 Demonstrate healthy coping mechanisms to respond to stress 8.3 Manage conflict between personal and professional responsibilities
8.6 Provide leadership skills that enhance team functioning, the learning environment, and/or the health care delivery system 8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease | • Oral Patient Presentation • Clinical Performance Rating/Checklist • Narrative Assessment |
| Reflect on personal values and their influence on the patient-provider relationship and clinical decision-making. | 4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions
5.1 Demonstrate compassion, integrity, and respect for others
5.5 Demonstrate sensitivity and responsiveness to our patient population.
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors 8.3 Manage conflict between personal and professional responsibilities | • Self-Assessment • Narrative Assessment • Clinical Performance Rating/Checklist |
| Apply the four principles of medical ethics, beneficence, non-maleficence, autonomy, and justice, to basic science concepts and clinical correlations in order to inform evidence-based and patient-centered decision making. | 1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making 2.1 Demonstrate an investigatory and analytic approach to clinical situations
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making 2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences 3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care
5.1 Demonstrate compassion, integrity, and respect for others 5.3 Demonstrate respect for patient privacy and autonomy 5.5 Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation
5.6 Demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality, informed consent, and business practices, including compliance with relevant laws, policies, and regulations 6.3 Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care 6.4 Advocate for quality patient care and optimal patient care systems | >Small Group >Participation |
| Demonstrate preparedness, accountability, and respect for faculty, peers, and patients in all course activities. | 5.1 Demonstrate compassion, integrity, and respect for others
5.3 Demonstrate respect for patient privacy and autonomy
5.4 Demonstrate accountability to patients, society, and the profession
8.4 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behavior
8.5 Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of patients
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease | • Self-Assessment • Narrative Assessment • Clinical Performance Rating/Checklist |
| Efficiently conduct patient encounters that integrate history-taking, focused physical exam skills, and development of an initial clinical impression within the defined timeframe. | 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient
1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice
1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care
3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care 4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds
4.2 Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health related agencies
6.1 Work effectively in various health care delivery settings and systems relevant to one’s clinical specialty
6.6 Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and qualifications
7.3 Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations
7.4 Participate in different team roles to establish, develop, and continuously enhance interprofessional teams to provide patient- and population-centered care that is safe, timely, efficient, effective, and equitable | • Exam - Institutionally Developed, Clinical Performance • Exam - Institutionally Developed, Oral • Narrative Assessment • Oral Patient Presentation |
| Integrate evidence-based nutrition science, national dietary guidelines, and clinical evidence to formulate individualized, culturally responsive nutrition recommendations for disease prevention and treatment. | 1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment 1.6 Develop and carry out patient management plans 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making 1.9 Provide health care services to patients, families, and communities aimed at preventing health problems or maintaining health 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes | • Clinical Performance Rating/Checklist • Self Assessment • Narrative Assessment |
| Elicit, synthesize, and interpret a comprehensive nutrition assessment including dietary history, anthropometric measurements, physical examination findings, and relevant laboratory data to diagnose nutritional risk, deficiency, or malnutrition. | 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice 1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment 1.6 Develop and carry out patient management plans 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care | • Clinical Performance Rating/Checklist • Self Assessment • Narrative Assessment Clinical Documentation Review |
| Apply principles of behavior change science to assess readiness, establish SMART culinary and nutrition goals, to guide sustainable dietary pattern change. | 1.6 Develop and carry out patient management plans 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making 2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care 3.2 Set learning and improvement goals
3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes | • Clinical Performance Rating/Checklist • Self Assessment • Narrative Assessment |
| Critically and empathetically evaluate and address obesity, eating disorders, emotional eating, and metabolic risk using evidence-based strategies. | 1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment 1.6 Develop and carry out patient management plans 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care 2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care 5.1 Demonstrate compassion, integrity, and respect for others 5.2 Demonstrate responsiveness to patient needs that supersedes self-interest | • Clinical Performance Rating/Checklist • Self Assessment • Narrative Assessment |
The following are available as E-Books through the USF library.
Required Medical Tools
Stethoscope: A good quality one with these features should last you for many years of your career.
A watch that shows seconds: is essential for determining vital signs as well as being punctual.
Suggested medical tools but not required:
Reflex hammers: Many varieties are available
Tuning forks: The best for testing vibratory sense is the 256 Hz tuning fork. To detect sensorineural defects in hearing a 512 Hz or 1024 Hz is needed. A 512 Hz is sufficient for clinical skill sessions.
Ruler: Preferably one that is calibrated in inches and centimeters. (May be combined with Snellen eye chart)
Snellen eye chart: Hand--‐held versions of this visual acuity chart will fit into your coat pocket and have pictorial estimates for pupil size—especially good when one edge is designed as a ruler.
Otoscope/Ophthalmoscope: Kits have been purchased and will be available for checkout through CAMLS for practice.
Light source: Penlight is best. An alternative is to use the light from the oto/ophthalmoscope.
Tape measure: Retractable tape measure is often a helpful addition.
Sphygmomanometer: Blood Pressure Cuff: Select one with an aneroid pressure gauge without a pin stop at the "0" mark.
Case Based Sessions
· These sessions will illustrate how different variables such as patient values, worldview, situational factors, and communication styles, influence the clinician-patient relationship, thus requiring health professionals acquire unique skills to deliver patient-centered care. These sessions consist primarily of two components:
o Medical History-Taking: Students develop clinician-patient communication skills through role-playing with standardized patients using an assigned case. Through this case-based approach, students will become proficient in obtaining a full medical history. These small group sessions utilize standardized patients.
o Discussion: Discussion of cases and readings will inform and enhance these sessions.
Physical Examination Skill Sessions
· During the weeks that groups practice physical examination skills, it is expected that students will have completed the assigned readings & reviewed posted slides or videos prior to these large group sessions; thus, these sessions are meant to supplement the pre-class work. Thereafter, students will split into their small groups to practice their physical exam skills. Students will practice physical exam skills on standardized patients. All skills will be performed under the guidance of the small group preceptors.
· While physical examination skills will be introduced and practiced in these sessions, mastery of these skills depends upon consistent and deliberate practice outside of the classroom setting. Again, reading the required textbook is essential for mastery of these skills.
IMPORTANT NOTE:
On Canvas, for each session there will be a student guide that gives details of the content of that session, the starting times for the session (these can vary from week to week but the students should always reserve the 1-5pm time slot for Doctoring 1 small group activities) and all required materials that the students should review prior to the session.
It is imperative that students review the student guide prior to every session. The materials required for each session will be posted at least one week prior to each session (excluding extraordinary circumstances that may delay the posting of the materials).
Large Group Sessions that will occur outside of the 1p-5p time slots:
Several topics are better suited to instruction in a large group session. Over the course of the year, students will receive instruction on health systems, medical ethics, medical humanities, and other important topics in a large group session. Wherever possible, these are interactive sessions involving in-depth discussion of the relevant topics.
Medical Humanities Sessions
· There will be dedicated interactive sessions using interactive modalities. These sessions will be mandatory and will require active participation. Sessions will be videotaped, and materials will be on CANVAS, will be expected to be reviewed.
· Session materials will be posted to CANVAS under the Humanities Section.
Medical Ethics Sessions
· MD students will attend large group ethics didactic sessions which will be led by a variety of instructors. Cased based interprofessional ethics discussions will be held in the doctoring small group sessions. Session materials will be posted to CANVAS under the Ethics Section, students will be responsible for reviewing this material prior to the small group session.
Healthcare Systems Sessions
· All students will receive didactic lectures covering key topics of healthcare systems including patient safety, the US healthcare system, and healthcare reform. Session materials will be posted to CANVAS under the Healthcare Systems Section.
Interprofessional Education (IPE) Sessions
Interprofessional education is the process of developing the understanding of and respect for the role and unique contribution of the health professions and strategies for collaborative patient centered teamwork. All students will participate in a “live” session dedicated to interprofessional education. The sessions may involve students from the medical, physical therapy, pharmacy, nursing, social work, and athletic training schools. More information regarding IPE sessions will be posted to CANVAS in advance of the sessions.
The competency objectives of this course are outlined on this syllabus. Students will be assessed on the desired outcomes of these competencies. Students can practice their interviewing and physical examination skills, receive real-time feedback, and immediately repeat skills informed by that feedback within their small groups. To improve interviewing & physical exam skills, this course emphasizes feedback from faculty, senior students, standardized patients, peers, and self-reflection. All modalities are essential and provide for multi-dimensional formative feedback from which students can improve their skills and ensure they are meeting the Course’s expectations. In addition to verbal feedback, the Course is designed for students to receive written feedback in CANVAS from their preceptors as well as their own-self reflections. During small group sessions, students are assigned specific roles to facilitate opportunities to practice their skills as well as receive feedback. (See the CANVAS section on Small Group Roles for specific details of the duties assigned to those roles.) Preparing for and completing those roles are essential for improvement as well as an opportunity to hone skills in providing constructive feedback.
· CCPX Semester 1 Assessment
o Students will perform a complete history and physical exam on a standardized patient presenting to establish care. This clinical encounter will be videotaped and will take place in CAMLS. Practice for this exercise occurs during small group case-based sessions and prepares students for this assessment. It is important to note that students will have access to checklists during their small group activities but will not have checklists for this summative assessment. Thus, students will need to have committed the components of medical history taking to memory and will need to perform the assessment without prewritten notes.
o Students will also be required to submit documentation based on their interview, as has been practiced in their small groups for evaluation. Thus, students may take notes during their interview with the standardized patient so long as notetaking does not interfere with the interview.
o Students are permitted to bring their white coats, USF ID card, Medical Tools, a watch, and a pen into the assessment, all other items are prohibited.
· Quiz Questions:
o Prior to each small group session, there will be a minimum of 2 questions for the students to answer (the quiz questions will be in CANVAS). The questions
will be based on the required reading materials for the students to review prior to the session.
· Preceptor Evaluations
o Students will receive individualized feedback from their small group preceptors at the end of Doctoring 1A. This feedback will be cumulative for the course regarding small group performance and may include feedback from the CCPX assessments.
Final Course Grading:
For Part A of Doctoring 1 (i.e., Fall Semester), students will be graded using a 2-tiered grading system (Satisfactory or Unsatisfactory).
The following assessments and assignments will be weighted as follows to determine the final grade:
Doctoring 1A:
To be eligible for “Satisfactory” a student must meet all of the following requirements:
· All required assignments and assessments must be submitted and at the passing level determined for that assignment/assessment.
· Achieve passing level on the quizzes (cumulative score of at least 60% across all small group quizzes)
· Be Prepared for and actively participate in Small Group
· Achieve the following scores on the small group leader evaluation
o Professionalism: 2+
o R/I/M Overall: 2+
· Attain 70% or higher on the Semester 1 CCPX Exam
o Note that students obtaining 70-85% on the Semester 1 CCPX Exam with no other deficiencies in the course will be eligible for passing the course but will need to remediate the exam and create an individualized learning plan (ILP) for Doctoring 1B.
· No major deficiencies in professionalism, punctuality, preparation, or participation in Doctoring 1 as determined by the Course director.
Incomplete
A student will receive an “Incomplete” grade if any of the following occur:
· The student has assignments which are still due to the course director, but the student proactively asked for and received an extended due date.
· The student has excused absences that need to be made up.
Remediation
Any student who has a subpar performance in a particular area will be considered for remediation. This includes but is not limited to:
· A student will receive a grade of “Remediation” if one of the following occurs:
o Student has a focal area of deficiency on small group or DCE evaluations will be reviewed for a remediation grade:
§ Students with a small group evaluation score average within the professionalism section less than 2
§ Students with a small group evaluation score average within the R/I/M section of 1.8- < 2 with no other deficiencies
o The students CCPX score is 60-69% but has no other deficiencies.
o The students quiz cumulative score is less than 60% across all the small group quizzes.
o The student fails to make up any sessions or assignments within the time allotted for completion.
o Student has a focal area of unprofessionalism.
§ A single act of unprofessionalism can be in and of itself a reason for remediation at the discretion of the Clerkship Director.
Unsatisfactory:
A student will receive a grade of “Unsatisfactory” if any of the following occur:
· Small group preceptor evaluation R/I/M average score < 1.8
· CCPX score:
· 59% or less
· 60-69% with deficiencies in other areas
· The student demonstrates unprofessional behavior in multiple areas or one incident of severe lack of professionalism.
· Does not meet criteria for passing or remediation.
Any student who receives a remediation or failing grade will be referred to the Academic Performance Review Committee.
After holistic review the Course Director agrees the student’s performance merits a passing grade.
Assignments/Grading:
Please note the following:
· The following applies to any assignment that is not turned in by the assigned due date and time, without the course director agreeing in writing to an extension of that deadline. In general, all requests for extensions must be made in advance. Retrospective extensions will only be considered for severe, emergent events. All extensions are at the discretion of the course director.
· The word “assignment” is also inclusive of assessments that are completed asynchronously.
• Assignment Grade Penalties for unexcused late assignments:
o Multiple late assignments will put the student at risk for an “Unsatisfactory” grade at the discretion of the Course Director.
• When a student submits late assignments within or up to two days of the predetermined deadline, the student is only eligible to receive a maximum grade of 80% of the total value of the original maximum grade eligible for that assignment/assessment.
• When a student submits any late assignment/assessment after two days and up to seven days of the predetermined deadline, the student is only eligible to receive a maximum grade of 50% of the total value of the original maximum grade eligible for that assignment/assessment.
• No credit will be given to students who submit an assignment or assessment beyond seven days of the stipulated deadline.
GRADE APPEALS:
See the MCOM Student Handbook for the most up to date procedure and further details of the process.
Basis for appeal
A student may appeal a grade if the student has evidence that the grade was assigned in an erroneous manner (i.e., does not match the description of grade assignment by the course syllabus). This is not a process to appeal established course/clerkship grading guidelines which are approved by the Curriculum Committee.
Appeals related to external circumstances impacting test or clinical performance not previously
communicated to faculty do not constitute formal grounds for appeal. Established cut lines must be met
and will not be changed on appeal. The following procedure provides guidance for the appeal process.
All persons involved in this process should make every attempt to adhere to the time schedule outlined in
the following description.
Appeal to the Course Director
Within five (5) business days after the receipt of the course grade, the student may appeal in writing to the course director regarding any assigned grade in dispute. The appeal should include a description of how the student believes the grade was assigned in an erroneous manner. The course director will review the course grading guidelines with the student to ensure that the process is understood and has been followed. If it is found that the assigned grade is incorrect in the judgment of the course director, the appropriate change will be initiated. If the change is made to the students’ satisfaction, at this point, the matter is concluded. The course director will respond in writing with the proposed resolution of the matter (in favor or not) to the student within five (5) business days of the student’s request for review.
If the course director is no longer with MCOM, the student should confer with the new course director (or the assistant dean for the preclinical or clinical curriculum, depending on which is applicable, if a replacement has not been identified) who will then make every effort to receive written input concerning the matter from the former course director. If it is not possible to receive information from the former course director regarding the grade, then the student may appeal the grade as described above and the new course director (or the assistant dean for the preclinical or clinical curriculum, depending on which is applicable) will represent the interests of the course director who issued the grade.
Appeal to the Associate Dean for Undergraduate Medical Education
If the appeal decision by the course director remains in dispute, the student may appeal in writing to the Senior Associate Dean for Undergraduate Medical Education. This appeal must be made within five (5) business days following the initial course director’s decision. The student must include all relevant information relating to the grade appeal within the written appeal including an explanation of why the student feels believes that the grade assigned does not match the grading protocol outlined in the syllabus. After receiving such an appeal in writing from the student, the Senior Associate Dean for UME will review the substance of the student’s appeal with the course director and seek to determine its validity.
If the Senior Associate Dean for UME determines in their judgment that the assigned grade is inappropriate, the Senior Associate Dean for UME can authorize that the grade be changed. The Senior Associate Dean for UME will notify the student in writing within five (5) business days of receipt of the appeal, whether the assigned grade will be changed. If the grade is changed to the student’s satisfaction, the matter is concluded. If the grade is not changed, the Senior Associate Dean for UME will advise the student of the right to appeal to the Vice Dean for Educational Affairs. If the student elects to appeal to the Vice Dean, copies of all written communication mentioned above will be sent by the Senior Associate Dean for UME to the Vice Dean for Educational Affairs.
Appeal to the Vice Dean for Educational Affairs
If the appeal decision by the Senior Associate Dean for UME remains in dispute, the student may appeal the assigned grade, in writing, to the Vice Dean for Educational Affairs . This appeal must occur within five (5) business days of receipt of the decision of the Senior Associate Dean for UME. The student will prepare an appeal, in writing, which should be reviewed by the Associate Dean for Student Affairs as to form and sufficiency (satisfactory structure). The Vice Dean for Educational Affairs may discuss the case with the student, the course director, the Senior Associate Dean for UME , and the Associate Dean for Student Affairs. Following these discussions and reviewing all available information relevant to the appeal, the Vice Dean for Educational Affairs can make a grade change determination. The Vice Dean for Educational Affairs may, if deemed necessary, appoint an ad hoc grade appeal committee. The appeal will be handled as expeditiously as possible.
Please see the MCOM Student Handbook for further details of the appeals process.
.
MANDATORY COURSE SESSIONS – OVERVIEW
In the preclinical years (Years 1 and 2), students are strongly encouraged to attend all scheduled hours of instruction in person. The MCOM MD program is not an online degree program, although it does utilize online methodologies and resources when pedagogically appropriate. The purpose of strongly encouraging in-person attendance and holding students accountable to attend mandatory or required sessions is to:
All mandatory sessions should be treated with the same level of diligence irrespective of the course with which it is associated. All sessions for Doctoring I & II, EBCR II are mandatory sessions which students must attend. Mandatory sessions in EBCR I and basic science courses are determined by the course directors and posted on the Canvas calendar for the specific course. Unexcused absences from mandatory sessions represent lapses in professional conduct, having consequences that are addressed in the syllabi for each course. Recognizing that situations will arise which require students to miss time from their course responsibilities, the online absence request procedures presented below must be followed when absence is necessary and for the absence to be excused by the course director.
All courses in Year 1 and Year 2 have course-specific mandatory sessions, such as engaged learning didactics, clinical skills sessions, laboratories, small group discussions, etc. These are identified in the course calendar and available on Canvas at the beginning of each course. Students are required to attend these mandatory sessions. Students who miss a course-specific mandatory session are expected to acquire the same level of competency as other students in the course. Therefore, students with an excused or unexcused absence may be assigned work by the course director to remediate the missed session.
Students are responsible for self-monitoring their EZcheckme attendance app for unexcused absences recorded for mandatory course sessions (see course syllabus for details). If students believe there is an error in the recording, they must address the concern with the course director within 48 hours of the session.
MANDATORY SESSIONS - PLANNED ABSENCE
Absence requests for mandatory sessions must be submitted to the course director for approval:
In general: at least 2 weeks prior to the start of the course.
Requiring travel: prior to travel plans being made as delineated above.
All absences should be submitted via the online absence request in Archivum. The information provided by the student will be forwarded to the course director and the Office of Student Affairs. The course director will notify the student as to whether the absence is excused, as well as give the student the make-up assignment. If a student has more than four excused absences within any course, the student will be referred to the Academic Performance Review Committee (APRC) for concerns, and the student will be at risk for a remediation (R) grade.
MANDATORY SESSIONS - UNPLANNED ABSENCES
Emergencies for Personal Illness, Family Illness, etc.
Students must contact both the course director and course coordinator by e-mail and the Office of Student Affairs by e-mail or telephone, (813) 974-2068, to report the absence on the first day of being absent. The student should indicate the nature of the emergency or unexpected illness. The student must also complete and submit the online absence request in Archivum within 5 days. Specifics regarding planned and unplanned absences, as well as unexcused absences, are outlined below.
Other Unplanned Absences
An unanticipated absence on the day of a mandatory session requires that students notify the course director, course coordinator, and the Office of Student Affairs by email. An absence request must be submitted in Archivum within 5 days. The course director will notify the student as to whether the absence is excused, as well as give the student the make-up assignment.
MANDATORY SESSIONS - UNEXCUSED ABSENCE
For the following section, the following definitions apply:
Session definition: A session includes any scheduled educational activity such as lectures, small group discussions, clinical skills training, or clerkship responsibilities.
Tardy definition: A tardy is defined as arriving more than 5 minutes after the scheduled start of a session without prior approval.
In the case of an unexcused absence, the course director may assign a “0” or no credit for the missed work and/or require other remediation at their discretion. See course syllabi for specific consequences of unexcused absences. Unexcused absences, or a prolonged unexcused absence, could result in a remediation or failing grade for the course. Unexcused absences are tracked across courses and are monitored by the Offices of Student Affairs and Curricular Affairs.
UNEXCUSED TARDIES, ABSENCES, AND MISSED ASSIGNMENTS
Unexcused Absences and Tardies
The following applies to any student who is:
Absent from a session, and the absence is not excused by the course director.
Arrives tardy to a session, and the tardy is not excused by the course director.
Basic Medical Science Courses:
• In the case of an unexcused absence/tardy for a course, a Professional Behavior Report will be submitted.
• A student with two unexcused absences or tardies in a course will no longer be eligible to receive an Honors (H) grade and will have a professional behavior report completed.
• A student with three (3) unexcused absences or tardies at the end of a course will no longer be eligible to receive an Honors (H) or Pass with Commendations (PC) grade, will have a Professional Behavior Report submitted for unprofessional behavior and will be referred to the APRC for review.
• A student with four (4) or more unexcused absences or tardies will receive a maximum of a remediation (R) grade in the course.
Small Group Courses (Doctoring, EBCR)
Unexcused Missed Assignments (EBCR)
The following applies to any assignment that is not turned in by the assigned due date and time, without
the course director agreeing, in writing, to an extension of that deadline. In general, all requests for
extensions must be made in advance. Retrospective extensions will only be considered for severe,
emergent events. All extensions are at the discretion of the course director. The word “assignment” is
also inclusive of assessments that are completed asynchronously.
Doctoring
Each course will determine how absences and tardies will be recorded according to what is appropriate for the type of course with the guidance from the Office for Curricular Affairs and the appropriate curricular operations committee (e.g., committee of preclinical course directors). The mechanism will be articulated in the course orientation and can be found in the course syllabus.
Students who miss course-specific mandatory sessions are expected to acquire the same level of competency as other students involved in the course. Therefore, students may be assigned work to complete by the course director(s) to remediate a missed session. In the case of an unexcused absence, the course director(s) may assign a “0” or no credit for the missed work and/or require other remediation at their discretion.
Unexcused Missed Assignments
The following applies to any assignment that is not turned in by the assigned due date and time, without the course director agreeing, in writing, to an extension of that deadline. In general, all requests for extensions must be made in advance. Retrospective extensions will only be considered for severe, emergent events. All extensions are at the discretion of the course director. The word “assignment” is also inclusive of assessments that are completed asynchronously.
• All mandatory assignments must be completed by the stated deadline unless an extension has been requested and approved by the course director in advance.
• Students with two late assignments will not be eligible for Honors or Pass with Commendations and will have a professional behavior report completed.
• Students with more than 3 late assignments will receive a maximum of a remediation (R) grade in the course, will have a Professional Behavior Report submitted for unprofessional behavior, and will be referred to the APRC for review.
Course Completion Requirement
To receive a course grade, all required assignments, assessments, and any make-up work must be submitted. Failure to submit any assignment or assessment will result in the course director submitting an incomplete, remediation, or failing grade based upon a review of the student’s work per the grading procedures in the syllabus.
EXAM ATTENDANCE PROCEDURES
Attendance at all examinations is mandatory, and all students must take the examinations on the day and time scheduled.
Exam - Planned Absence
In general, students requesting a planned exam absence must submit their request for approval to the course director at least 2 weeks (preferably 6 weeks) prior to the start of the course. Each request for absence will be considered on a case-by-case basis. Students should NOT make any travel reservations that cannot be cancelled prior to having their absence excused. Please see the table below for details of which types of events/activities that students may request an excused absence from examinations.
Conference Attendance
Students who wish to attend a conference in order to present their work should submit an absence request per procedure at the same time that they are submitting their work to the conference to ensure that their absence can be accommodated. Course directors will make every effort to support student requests to attend conferences at which they are presenting their work when they are notified properly.
Please note that events for which students may request an excused absence from examinations are different than mandatory sessions.
To receive an excused planned absence, the student must submit an absence request form which is sent to the course director. The course director or designee will make the final determination to grant or deny the request and will inform the student and the Office of Student Affairs of the decision.
Exam - Unplanned Absence
If the student has an unplanned absence on the day of an exam, they must contact the course director, course coordinator (via email), and the associate dean for student affairs (via email) or by phone at (813) 974-2068 by 8:30am on the day of the exam. An absence request form must be completed within 48 hours. Any exam absence due to illness requires a note from the student’s healthcare provider; otherwise, the student will not be allowed to sit for the make-up exam.
Exam –Tardiness and Unexcused Absence
Exam Tardiness
Students arriving late for a scheduled exam will not be allowed to enter the testing room and take the exam. Students who arrive late must contact both the course director by e-mail or telephone (see specific course syllabus) and the Office of Student Affairs by e-mail or telephone, (813) 974-2068. The student must also complete and submit an absence request form. Arriving late for an exam will be considered an unexcused absence pending review of the circumstances provided. Exam rescheduling will occur as noted below. Students who demonstrate a pattern of repeated exam tardiness will be reported for concerns regarding professionalism.
The consequences for exam tardiness across the preclinical phase of the curriculum are as follows:
First incident: Student will make up the exam. Five percent will be deducted from the affected exam grade and referral to the associate dean for student affairs via a professional behavior report.
Second incident: Student will make up the exam. Ten percent will be deducted from the affected exam grade, a professional behavior report will be filed, and the student will be referred to the APRC for professionalism remediation. The student will be ineligible for Honors or Pass with Commendations in their current course.
Any subsequent incidents: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. A professional behavior report will be filed. The student will receive a maximum of a Remediation grade in the course they are currently taking.
Unexcused Exam Absence
A student who has an unexcused exam absence needs to reschedule the exam as described below.
The consequences for unexcused exam absences across the preclinical phase of the curriculum are as follows:
First incident: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. The student will be referred to the APRC for professionalism remediation. The student will be ineligible for Honors or Pass with Commendations in that course.
Any subsequent incidents: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. A professional behavior report will be filed. If the student’s overall course grade is in the passing range, they will receive a maximum of a Remediation grade for the course they are currently taking.
Exam Rescheduling
Students who miss an examination for any reason are required to contact the course director prior to returning to class to initiate a make-up examination. Dates and times of make-up examinations are determined by the associate dean for undergraduate medical education in consultation with the director of assessment and evaluation and the course director.
In general, make-up examinations for Year 1 and Year 2 courses must be taken within 48 hours of the original examination date with CCPX and NBME final exams being exceptions.
Preclerkship Guidelines - Excused and Unexcused Absences
Absence approval remains at the discretion of the course director, however, to support consistency and transparency, the table below outlines the standard definitions of what is typically considered excused or unexcused. The course director may make exceptions when justified by individual circumstances, but any decision outside the standard categories must be documented with a clear rationale.
All absences to mandatory sessions require submission of an absence request in Archivum. Students will be assigned work by the course director to remediate the missed session(s).
The maximum number of excused absences allowed per course for Preclinical Phase courses is:
Basic science courses: 5 days per course
Doctoring and EBCR courses: 1 day per semester
Laboratories: 1 lab per course
* Events indicated below by an asterisk (*) are to be submitted at least 2 weeks prior to course start date.
+ Events indicated below by a plus sign (+) are to be submitted:
In general: prior to travel being arranged and a minimum of 2 weeks prior to the course beginning.
Conference presentations: when work is submitted for presentation.
All absence requests (excused and unexcused) are logged and tracked by the Office of Student Affairs. It is at the discretion of the course director to excuse an absence. In certain circumstances, such as curricular events that are difficult to replicate, the course director may choose not to excuse a student, even if the guidelines below state that the absence is potentially excused. A student’s request to excuse an absence may be denied if the absence is not submitted with the proper notice as described above.
Please note that all sessions for Professions of Health, MS 2 Orientation, Introduction to the Clerkships, Introduction to Doctoring 4, Transition to Residency, and SELECT Prologue and Epilogue are mandatory unless otherwise specified by the course director.
EVENT | Mandatory Sessions | Course Exams |
Student health issues, illnesses, including infections that could put others at risk. This includes any necessary health services including mental health services (e.g., medical, and dental appointments).
| Yes Make-up assignment coordinated with course director.
| Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes
A doctor’s note is required for proof of illness for all exam types. |
Death or serious illness of an immediate family member. | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes |
*Birth of a child (student is the parent of the child) | Yes Please see parental leave section | Yes |
*Religious Day Observances | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes |
+Wedding – student is the bride or groom
Please make arrangements in advance with the Office of Student Affairs | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes |
+Wedding – attending the wedding of an immediate family member or is a member of the wedding party. | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – No |
+Presenting at a medical conference and the student asked for permission at the same time they submitted their work to the conference. . | Yes Make-up assignment coordinated with course director. | These are excused if students can make up the exam during the assigned make up test date.
Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes Make-up arrangements no later than the first day of the succeeding course. |
+Attending a medical conference and the student asked for permission prior to committing to the conference. | At the discretion of the course director. Will depend on if the session missed can be easily replicated.
Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) - No
Clinical Practice Exams or NBME Final Exams - No |
*Participation in a MCOM-sanctioned activity (i.e., IPE Day, Day at the Capital, Research Day). | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) - No
Clinical Practice Exams or NBME Final Exams - No |
*Participation in committee meetings as an elected student representative (i.e., Committee on Curriculum, Committee for the Pre-clinical Course Directors etc.). | Yes Make-up assignment coordinated with course director.
Students should only miss the minimal time necessary. | Course Tests (i.e., ExamSoft) - No
Clinical Practice Exams or NBME Final Exams - No |
+Personal or family events including vacations, birthdays, reunions, graduations, wedding of a friend (not in the party). | No Absence may affect final grade. Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) - No
Clinical Practice Exams or NBME Final Exams - No |
*Significant personal event otherwise unspecified - Students should contact the Associate Dean for Student Affairs to facilitate the process. | Will be determined on a case-by-case basis. Approval must be obtained by the senior associate dean for UME in consultation with the course director. Make-up assignment coordinated with course director. | Will be determined on a case-by-case basis. Approval must be obtained by the senior associate dean for UME in consultation with the course director. Course Exams –
|
Please note:
Holidays and Religious Observances
Holidays
Preclinical – Years 1 and 2: the academic calendar mirrors the university calendar in terms of days off for holidays.
Clinical – Years 3 and 4: students are expected to report to their scheduled clinical duties during holidays unless the holiday falls during an academic vacation as described in the academic calendar or otherwise specified by the course director.
Attendance for the Observance of Religious Days
Students are required to attend classes that are part of an academic curriculum.
https://usf.app.box.com/v/usfpolicy10-069 
Students may submit a request for a specific excused absence for religious observances for a class or examination on days of customarily observed religious days https://usf.box.com/v/usfregulation3039. The student must submit the request in writing at the start of the academic term for the discretionary approval of the instructor with the student responsible to make up the missed academic work as determined by the instructor.
General religious gatherings, prayer times, vigils, general worship practices or requests for absences for multiple days or times during scheduled academic classes or programs are not considered as excused religious observances.
If a student cannot participate at the times scheduled for an academic course or clinical, the student should not enroll in the course as failure to attend as required may affect the student’s ability to successfully meet the academic requirements.
Professional Behavior
Students must display professional behavior at all times, which includes upholding the Academic Honesty Guideline, USF Honor Code, MCOM Honor Code and Exam Honor Code as described in the MCOM Student Handbook. Students must also be working towards achieving competency as described in MCOM Program objective 8: Personal and Professional Development
Demonstrate the qualities required to sustain lifelong personal and professional growth
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in
appropriate help-seeking behaviors
8.2 Demonstrate healthy coping mechanisms to respond to stress
8.3 Manage conflict between personal and professional responsibilities
8.4 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behavior
8.5 Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of
patients
8.6 Provide leadership skills that enhance team functioning, the learning environment, and/or the health care
delivery system
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease
8.8 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing
with uncertainty
Examples of professional behavior include, but are not limited to: maintaining a professional demeanor on service (e.g., white coat, name tag, appropriate attire, neat appearance, respectful speech, sobriety); representing oneself accurately; appreciating and preserving patient confidentiality; responding sensitively to patients' social and psychological issues; understanding social biases and stigmas, and not reinforcing them; developing empathic listening skills; advocating for patients when appropriate; using hospital/clinic resources responsibly; showing up prepared and on time for rounds, lectures, conferences, and procedures; getting advice when handling ethical dilemmas; taking constructive feedback from attending physicians and residents with open- mindedness and the intention to improve; contributing to the effectiveness, efficiency, and collegiality of healthcare teams. Students must accept responsibility for learning, exercising good judgment, and promptly completing all responsibilities attendant to the diagnosis and care of patients. They must be able to work effectively, respectfully, and professionally as part of the healthcare team, and to interact with patients, their families, and health care personnel in a courteous, professional, and respectful manner.
Examples of unprofessional behavior include but are not limited to:
– Unexcused absence, late attendance in the classroom or clinical activity, late or delinquent assigned curriculum assignments (self-learning assignments, PXDX, etc.), late Absence Request Forms and Absence Report forms.
– The delay in any assignment, activity, or clerkship particular policy is left to the discretion of the Course Director.
– Each participation violation without the approval of the Course Director will be subject to a decrease in the Participation Grade.
Any breach of professionalism as described in the MCOM handbook including but not limited to the professionalism values section and the social media participation guidelines, may be grounds for remediation or failure of the course as determined by the Course Director in consultation with the Assistant Dean for the Clinical Curriculum.
Artificial intelligence tools, including but not limited to generative AI platforms, may be used unless explicitly stated by the course director or individual assigning the work. When permitted, their use must comply fully with the stated guidelines and expectations for the assignment.
Mistreatment Guideline and Procedure:
USF Health’s Morsani College of Medicine is committed to assuring a safe, encouraging, and supportive learning environment that reflects commitments to professionalism, respect, and virtues such as integrity, compassion, and kindness. All MCOM faculty and staff are expected to conduct themselves in a professional manner and contribute to creation of a culture that is supportive of learning. Mistreatment, bullying, discrimination, harassment, and sexual harassment are prohibited at MCOM. The Student Mistreatment Guideline, in accordance with LCME standard 3.6, ensures that concerns about the learning environment are promptly dealt with and resolutions reached in a fair and just manner. The College forbids any retaliatory action against students who present grievances in good faith.
The MCOM Student Mistreatment Guideline aims to safeguard medical students from mistreatment by any faculty member or staff associated with MCOM, including clerkship directors, attending physicians, residents, and other medical students by:
• educating members of MCOM about student mistreatment;
• prohibiting medical student mistreatment by anyone associated with MCOM;
• encouraging the early identification of medical student mistreatment as a preventative measure;
• identifying individuals to whom medical students can report mistreatment;
• requiring those who receive complaints regarding student mistreatment to report the complaint to the appropriate administrator;
• providing a confidential system for reporting mistreatment;
• assuring confidentiality to the fullest extent possible;
• assuring that all reports of mistreatment will be thoroughly and promptly addressed;
• providing an avenue for corrective action.
Reports of mistreatment will preferably be addressed within an informal framework when appropriate, but formal procedures are available for use when necessary.
MCOM is committed to preventing mistreatment of medical students through education of the MCOM community. The policy and related procedures will be disseminated among MCOM on an annual basis. Additionally, MCOM will periodically use varying methods (e.g., email, workshops, orientations) to inform medical students, faculty, and staff about medical student mistreatment and the MCOM policy on addressing mistreatment.
When students believe mistreatment has occurred, either personally experienced or witnessed, they should follow the detailed procedures outlined in the MCOM Student Mistreatment Guideline. Students are encouraged to report all concerns of physical, emotional, psychological, or sexual mistreatment or abuse without fear of retribution. Students who experience or witness mistreatment or abuse may report their concerns using this Student Mistreatment Report Form.
Anti-Discrimination and Title IX Policies:
In accordance with LCME standard 3.4, the MCOM has a policy in place to ensure that it does not discriminate on the basis of age, disability, gender identity, national origin, race, religion, sex, sexual orientation or any basis protected by federal law. Mechanisms for addressing and reporting violations regarding discrimination and harassment are provided in the MD student handbook (refer to section “Anti-Discrimination Policy and Procedures”) but are also found in USF policy 0-007.
USF provides support to anyone affected by gender-based discrimination or violence, including:
• sexual harassment
• sexual violence
• relationship violence
• stalking
• discrimination based on pregnancy
• discrimination based on sexual orientation/identity
Title IX addresses gender-based discrimination and sexual harassment that may deny a person access to educational benefits and opportunities. The Violence Against Women Act (VAWA) provides rights to victims, requires USF to have a process to address complaints, and requires USF to provide a variety of programs for students and staff which aim to prevent sexual assault, relationship violence, and stalking. The USF Sexual Misconduct/Sexual Harassment Policy 0-004 can be accessed here.
Students can report gender-based discrimination or harassment by notifying a USF Responsible Employee (all USF faculty), emailing the Title IX Coordinator or Title IX office, mail your report, or walk into the Title IX office, or submit the online report form.
The USF Title IX Coordinator is:
Maggie Denney, M.Ed., LMHC, CCEP
Director, Title IX/VAWA Compliance
4202 E Fowler Ave, ALN 172
Tampa, FL 33620
(813) 974-8616
The USF Title IX webpage can be accessed here. USF has designated all faculty (TA, Adjunct, etc.) as Responsible Employees, who are required to report any disclosures of sexual harassment, sexual violence, relationship violence or stalking. The USF Title IX Office makes every effort, when safe to do so, to reach out and provide resources and accommodations, and to discuss possible options for resolution.
A full list of Title IX resources can be found here. If you are unsure what to do, please contact Victim Advocacy – a confidential resource that can review all your options – at 813-974-5756 or va@admin.usf.edu.
Students may also contact the associate dean for student affairs, Dr. Christopher Jackson at 813-974-2068 for an impartial review and guidance, which may include referral to the USF Title IX Office, USF Office of Student Rights and Responsibilities, the USF Center for Victim Advocacy and Prevention, USF Counseling Center, USF Student Health Services, or Crisis Center of Tampa Bay.
Discrimination or harassment of students based on protected characteristics is prohibited by Title VI, the Florida Educational Equity Act, and USF Policy 0-007. Protected characteristics include race, color, national origin, shared ancestry, religion, age, sex, disability, genetic status, marital status, and veteran status. If a student shares an experience of harassment or discrimination with a USF employee (including faculty), that employee will notify the Student Equal Opportunity Office. This allows the Student EO Office to send the student an email with information about support resources and options—if it is safe to do so. Students are not required to respond to this email. The Student EO Office is a private resource. Information is shared only on a need-to-know basis to provide students with support measures. For more information about Student EO, available resources, or to make a report, please visit www.usf.edu/student-eo
Protected Self-Directed Learning and Independent Study Time:
In accordance with LCME standards 6.3 and 8.8 and outlined in the MD student handbook (refer to section “Medical Student Hours in Year 1 and Year 2”), the MCOM must balance student academic load, including scheduled instructional activities and required assignments outside of class, with protected blocks of time that allow for independent study, self-directed learning, and other activities. The Curriculum Committee has determined academic load parameters for the pre-clerkship phase of the curriculum to ensure that this balance is achieved. This guideline limits the amount of scheduled time for a given week during the pre-clerkship phase of the curriculum.
The academic load and schedule for this course has been determined to be compliant with this guideline.
Course Session and Exam Recording Policy:
Software will be used to record live class lectures and discussions. Students’ participation in live class discussions will be recorded. These recordings will be made available only to students enrolled in the class, to assist those who cannot attend the live session or to serve as a resource for those who would like to review content that was presented.
Recordings may be used in subsequent semesters for instructional purposes as necessary.
Participation in live sessions is considered consent for recording. In courses in which video of
students might be captured due to online software being used, students who prefer to
participate via audio only will be allowed to disable their video camera so only audio will be
captured. A student’s use of video during the session is considered consent for the video to
be recorded and used as previously described. This option to disable video will not apply to
video proctored exams. Please discuss recording options with the Course Director and Course Coordinator. Students may use the recordings as a resource to review content. Copying or distributing the video recordings by students is prohibited and considered a professionalism violation.
Exams will be recorded to maintain academic integrity. These will only be reviewed in the event of a potential exam integrity problem. The recordings will not be disseminated.
Evaluation Compliance Policy:
As outlined in the MD student handbook (refer to section “Expectations for Completing Course and Faculty Evaluations”), MCOM strives to provide the best possible experience for our students, faculty, and staff. As such, student feedback is an essential component of continuous quality improvement for our teaching faculty and curriculum development. The feedback received from students is vitally important to assess the program’s strengths and weaknesses, as well as identifying opportunities for improvement of the educational
experience for future students.
To improve the evaluation response rate from students and thus ensure MCOM is receiving meaningful feedback, the following guidelines are in place for all enrolled students:
• Students will be required to complete at least 80% of assigned evaluations
• All evaluations should be completed within 25 days upon receipt
• Students may suspend evaluations only under the following circumstances:
o The evaluation was assigned in error
o The student did not work with or spend enough time with an educator (e.g., <1 day at clinic)
o The student did not participate in the activity (e.g., lecture)
• At most, students will be permitted to suspend up to 20% of their evaluations. Once a student exceeds a 20% suspension rate, their completion of evaluations will be reviewed on a case-by-case basis
• Comments provided on evaluations should be constructive, thoughtful, and professional
Please note that levels of anonymity are strictly enforced and fail safes are put in place to ensure students cannot be identified from their evaluations. Anonymity may be broken in instances where threats to the safety of others are in the evaluation.
Student evaluation completion compliance rates will be monitored on a quarterly basis and students found to be out of compliance will be required to attend a mandatory one-hour session to complete any pending evaluations and will receive a notice via email from the evaluation team. Failure to complete evaluations and/or attend the mandatory sessions may result in the following disciplinary actions:
The practice of providing quality feedback is an integral part of developing the professional skills students will need as future physicians. It is the college’s goal that students will not only gain more experience giving and receiving feedback but will improve essential professional development skills while providing quality insight into our faculty and curriculum for continuous quality improvement.
Student Accessibility and Accommodation
University of South Florida Morsani College of Medicine (MCOM) is committed to providing equitable access to learning opportunities to students with documented disabilities (e.g., mental health, attentional, learning, chronic health, sensory, or physical).
To ensure access to this class, and program, please contact Student Accessibility Services to engage in a confidential conversation about the process for requesting reasonable accommodations in the classroom and clinical settings.
Accommodations are not provided retroactively. Students are encouraged to register with Student Accessibility Services as soon as they begin their program. The University of South Florida Morsani College of Medicine encourages students to access all resources available through Student Accessibility Services for consistent support and access to their programs. More information can be found online at Student Accessibility Services.
USF has a set of central policies related to student recording class sessions, academic integrity and grievances, student accessibility services, academic disruption, religious observances, academic continuity, food insecurity, pregnancy and related conditions, and sexual harassment that apply to all courses at USF. Be sure to review these online:
Health and Wellness
Your health is a priority at the University of South Florida. We encourage members of our community to look out for each other and to reach out for help if someone is in need. If you or someone you know is in distress, please make a referral at www.usf.edu/sos so that the Student Outreach & Support can contact and provide helpful resources to the student in distress. A 24-hour licensed mental healthcare professional, offered through the counseling center, is available by phone at 813-974-2831, option 3. Please remember that asking for help is a sign of strength. In case of emergency, please dial 9-1-1.
Title IX Policy
USF is committed to fostering a safe and respectful learning environment, free from sex discrimination and sexual harassment, in accordance with Title IX and USF Policy 0-004. If a student shares an experience of sexual harassment, sexual assault, stalking, or relationship violence with a USF employee (including faculty), that employee will notify the Title IX Office. This allows the Title IX Office to send the student an email with information about support resources and options—if it is safe to do so. Students are not required to respond to this email. The Title IX Office is a private resource. Information is shared only on a need-to-know basis to provide students with support measures. To speak to a confidential resource, students may contact USF Center for Victim Advocacy at 813-974-5757. Confidential resources do not notify the Title IX Office unless the student requests it. For more information about Title IX, available resources, or to make a report, please visit www.usf.edu/title-ix.
Professionalism Policy
Per university policy and classroom etiquette; mobile phones, iPods, etc. must be silenced during all classroom and lab lectures. Those not heeding this rule will be asked to leave the classroom/lab immediately so as to not disrupt the learning environment. Please arrive on time for all class meetings. Students who habitually disturb the class by talking, arriving late, etc., and have been warned may suffer a reduction in their final class grade.
End of Semester Student Evaluations
All classes at USF make use of an online system for students to provide feedback to the University regarding the course. These surveys will be made available at the end of the semester, and the University will notify you by email when the response window opens. Your participation is highly encouraged and valued.
Food and Drink Policy (for in-campus sessions only).
Please adhere to the firm policy of no beverages (other than bottled/capped water), food, tobacco products, or like items in the classroom. Your understanding of the necessity for this policy and cooperation will be greatly appreciated. This policy will be strictly enforced.
Academic Accommodations
Students with disabilities are responsible for registering with Student Accessibility Services (SAS) in order to receive academic accommodations. For additional information about academic accommodations and resources, you can visit the SAS website.
SAS website for the Tampa and Sarasota-Manatee campuses.
SAS website for the St. Pete campus.
Academic Support Services
The USF Office of Student Success coordinates and promotes university-wide efforts to enhance undergraduate and graduate student success. For a comprehensive list of academic support services available to all USF students, please visit the Office of Student Success website.
Canvas Technical Support
If you have technical difficulties in Canvas, you can find access to the Canvas guides and video resources in the “Canvas Help” page on the homepage of your Canvas course. You can also contact the help desk by calling 813-974-1222 in Tampa or emailing help@usf.edu.
USF IT Service Support Tampa Campus
USF IT Support St. Pete Campus
USF IT Support Sarasota-Manatee Campus
Center for Victim Advocacy
The Center for Victim Advocacy empowers survivors of crime, violence, or abuse by promoting the restoration of decision making, by advocating for their rights, and by offering support and resources. Contact information is available online.
Counseling Center
The Counseling Center promotes the wellbeing of the campus community by providing culturally sensitive counseling, consultation, prevention, and training that enhances student academic and personal success. Contact information is available online.
Counseling Center website for the Tampa campus.
Counseling Center website for the St. Pete campus.
Counseling Center website for the Sarasota-Manatee campus.
Tutoring
The Tutoring Hub offers free tutoring in several subjects to USF undergraduates. Appointments are recommended, but not required. For more information, email
Tutoring website for the Tampa campus.
Tutoring website for the St. Pete campus.
Tutoring website for the Sarasota-Manatee campus.
Writing Studio
The Writing Studio is a free resource for USF undergraduate and graduate students. At the Writing Studio, a trained writing consultant will work individually with you, at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, email: writingstudio@usf.edu.
Writing studio website for the Tampa campus.
Writing studio website for the St. Pete campus.
Writing studio website for the Sarasota-Manatee campus.
Student Ombuds Office
Florida Statute 1006.51 and Florida Board of Governors Regulation 6.011 require that all public institutions provide ombuds services to students. The Student Ombuds Office at USF is a confidential, impartial, informal, and independent resource for students experiencing challenges related to the university. Ombuds can help students safely explore options, clarify processes, and consider next steps. Learn more or make an appointment at usf.edu/student-ombuds.
MCOM Program Objectives
Patient Care: Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health
1.1 Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice
1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical
examination, and the use of laboratory data, imaging, and other tests
1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient
1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice
1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and
preferences, up-to-date scientific evidence, and clinical judgment
1.6 Develop and carry out patient management plans
1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared
decision-making
1.8 Provide appropriate referral of patients including ensuring continuity of care throughout transitions between
providers or settings, and following up on patient progress and outcomes
1.9 Provide health care services to patients, families, and communities aimed at preventing health problems or
maintaining health
1.10 Provide appropriate role modeling
1.11 Perform supervisory responsibilities commensurate with one’s roles, abilities, and qualifications
SELECT 1.12 Perform values-based patient- centered comprehensive assessment, diagnosis and patient
management, utilizing shared decision making in care of the patient.
Knowledge for Practice: Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care
2.1 Demonstrate an investigatory and analytic approach to clinical situations
2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and
populations
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making,
clinical problem-solving, and other aspects of evidence-based health care
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment
strategies, resources, and disease prevention/health promotion efforts for patients and populations
2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of
psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and
attitudes toward care
2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and
Practices
SELECT 2.7 Examine national and international health systems, policy and finance.
Practice-Based Learning and Improvement: Demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning
3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise
3.2 Set learning and improvement goals
3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes
3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of
practice improvement
3.5 Incorporate feedback into daily practice
3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems
3.7 Use information technology to optimize learning
3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals
3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which
patients are drawn to improve care
3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or
services that have been demonstrated to improve outcomes
SELECT 3.11 Demonstrate advanced competency in self- assessing knowledge gaps and setting improvement
goals, them perform activities to accomplish these.
SELECT 3.12 Analyze a health care environment or system and recommend changes to improve patient
outcomes.
Interpersonal and Communication Skills: Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals
4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of
socioeconomic and cultural backgrounds
4.2 Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and
health related agencies
4.3 Work effectively with others as a member or leader of a health care team or other professional group
4.4 Act in a consultative role to other health professionals
4.5 Maintain comprehensive, timely, and legible medical records
4.6 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of
life, adverse events, bad news, disclosure of errors, and other sensitive topics
4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to
develop and manage interpersonal interactions
SELECT 4.8 Demonstrate advanced team leadership skills that enhance team functioning, the learning
environment, and/or the health care system.
SELECT 4.9 Communicate effectively and sensitively with patients, adjusting language and style in order to
incorporate their knowledge, values, and culture.
Professionalism: Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles
5.1 Demonstrate compassion, integrity, and respect for others
5.2 Demonstrate responsiveness to patient needs that supersedes self-interest
5.3 Demonstrate respect for patient privacy and autonomy
5.4 Demonstrate accountability to patients, society, and the profession
5.5 Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity
in gender, age, culture, race, religion, disabilities, and sexual orientation
5.6 Demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality,
informed consent, and business practices, including compliance with relevant laws, policies, and regulations
SELECT 5.7 Demonstrate advanced ability in all of the above [Core Professionalism objectives], and the ability to
inspire and instruct peers in these areas
Systems-Based Practice: Demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care
6.1 Work effectively in various health care delivery settings and systems relevant to one’s clinical specialty
6.2 Coordinate patient care within the health care system relevant to one’s clinical specialty
6.3 Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care
6.4 Advocate for quality patient care and optimal patient care systems
6.5 Participate in identifying system errors and implementing potential systems solutions
6.6 Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and
qualifications
SELECT 6.7 Show advanced ability to incorporate knowledge of health systems and cost of care into medical
decisions.
SELECT 6.8 Strategize, practice, and advocate for quality improvement in patient care and health care systems. SECECT 6.9 Integrate knowledge of healthcare systems into individual patient care.
Interprofessional Collaboration: Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient- and population-centered care
7.1 Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity,
ethical integrity, and trust
7.2 Use the knowledge of one’s own role and the roles of other health professionals to appropriately assess and
address the health care needs of the patients and populations served
7.3 Communicate with other health professionals in a responsive and responsible manner that supports the
maintenance of health and the treatment of disease in individual patients and populations
7.4 Participate in different team roles to establish, develop, and continuously enhance interprofessional teams to
provide patient- and population-centered care that is safe, timely, efficient, effective, and equitable
SELECT 7.5 Demonstrate advanced team competencies in assessment and coaching in order to achieve a
common patient-centered end.
Personal and Professional Development: Demonstrate the qualities required to sustain lifelong personal and professional growth
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in
appropriate help-seeking behaviors
8.2 Demonstrate healthy coping mechanisms to respond to stress
8.3 Manage conflict between personal and professional responsibilities
8.4 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behavior
8.5 Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of
patients
8.6 Provide leadership skills that enhance team functioning, the learning environment, and/or the health care
delivery system
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease
8.8 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing
with uncertainty
SELECT 8.9 Demonstrate emotional intelligence by showing awareness of strengths, weaknesses, and
idiosyncrasies of self, team, and systems, and then show the ability to modulate one's behavior to positively affect each of these.
SELECT 8.10 Describe the basic competencies necessary for effectiveness as a potential future physician and
leader.
SELECT 8.11 Implement the professional and personal development process.
SELECT 8.12 Actively participate in one's own personal and professional development through individual and group coaching.